Implementing organizational learning initiatives: integrating three levels of learning

Abstract

Purpose

The paper aims to describe and analyze the three levels of learning which take place in organizational contexts. It also provides practical strategies on how individual, team and organizational learning can be developed and integrated to propel collective learning.

Design/methodology/approach

Semi‐structured interviewing was employed in this study through four Singapore organizations. Views were gathered and collated from 24 senior management personnel representing both the private and public sectors.

Findings

Rich qualitative data were obtained and presented in meaningful excerpts from selected respondents. Additionally, suggestions on learning strategies were quantified according to the number of mentions and the concurrence of viewpoints. The usefulness of these strategies lies in the order in which they have been ranked, from the most to the least crucial.

Research limitations/implications

Although this study was limited by the single geographical context, it provides theoretical insights for further research. For instance, the integration of human resource and cognitive learning perspectives is critical to the understanding of the way individuals behave and act in the workplace.

Practical implications

Aside from the specific organizational learning strategies outlined, this study has identified three overarching factors that motivate and drive individuals to learn at work. They are: a clear definition of goals; a shared vision; and an appropriate reward system.

Originality/value

The value of this study is making actionable the complex processes of organizational learning, demonstrated in the step‐by‐step approach applicable to specific levels of learning. According to the respondents, some of these steps have been proven effective in harnessing learning at work.

Citation

Yeo, R.K. (2006), "Implementing organizational learning initiatives: integrating three levels of learning", Development and Learning in Organizations, Vol. 20 No. 3, pp. 10-12. https://doi.org/10.1108/14777280610656334